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June 10, 2017

For some folks, there were specific classrooms from their K-12 experience that made them feel welcome, safe, and confident in their ability to succeed. Perhaps the content matter was special because it aligned with their specific goals or talents, or a teacher was especially inspirational.

Students are more successful in classes when the content is tied to their lives. GLSEN research shows that LGBTQ students in schools with an LGBTQ-inclusive curriculum were less likely to miss school in the last month due to feeling unsafe or uncomfortable, and were less likely to say they might not graduate high school. Moreover, LGBTQ high school seniors were more likely to be interested in studying STEM (Science, Technology, Engineering, or Math) in college if their relevant high school classes had included positive LGBTQ content.

Mathematics teachers have a unique role to play in the lives of their students, because understanding algebraic concepts and statistics has become a central focus for creating productive adults, and researchers have determined that LGB high school students are less likely to complete Algebra II than their non-LGB classmates.

Mathematics educators play an important part in reversing this trend by creating inclusive environments for LGBTQ students and trans and non-binary students in particular. Unfortunately, mathematics teachers are the least likely to teach an LGBTQ-inclusive curriculum, but there are many ways for math teachers to include LGBTQ content in class.

An example from Algebra II could be a linear programming problem constructed with the goal of finding the cheapest possible way to attend prom. The problem could include the cost of tickets per person, tuxedo rental, dresses, dinner, and a limo ride, and be explicit about including LGBTQ couples in any formal attire they choose. The teacher might also include the average cost of dinner by collecting data from the class. Once the least expensive way to attend is determined, the class can have a discussion regarding how our society determines prices and how those prices influence the choices available for students.

Another activity could be to model the spread of the use of the singular they/them/their pronoun. By starting with a community of a given size, perhaps 25,000 people, and giving the probability that any encounter will lead to a percent of the population adopting the they/them/their pronouns as part of regular use, the students can determine how long it will take for the entire population to adopt the use. A modeling activity such as this one is easily adaptable for any level of algebra and can help reinforce the idea of rate of change in relation to the real world.

Mathematics teachers are also responsible for teaching statistics curriculum that often includes students collecting and analyzing data from surveys they themselves create. As teachers teach about data collection and relevance, they should include whether it is beneficial to include gender or biological sex, being sure to reinforce the difference between those two terms. When students are creating their own surveys, if they want to include data for biological sex, teachers need to be sure they include both intersex and other as choices, and if the students want to include data for gender, a variety of choices need to be included, such as agender, genderfluid, female, male, nonbinary, transman, transwoman, and other. These additional categories will create more work for the analyses of the data sets, give more representative results, and deepen our students’ understanding of both statistical analyses and the diversity of the human population.

Mathematics educators need to be diligent about creating classrooms that are safe and welcoming learning environments for all of their students. The relationship building between teachers and students, no matter what the content, requires the acknowledgement of LGBTQ students and an affirmation of those students’ lives. Mathematics teachers need to be respectful of students’ names and pronouns, they need to be sure their classes do not alienate any students, and they need to support LGBTQ activities such as Day of Silence, Trans Awareness Week, and Ally Week. Mathematics educators must do a better job of including our trans and non-binary students, as the futures of those students are in their hands.

Kyle S. Whipple is a trans educator and a PhD Candidate at University of Minnesota.

May 10, 2017

I want to say thank you. I have so much to be thankful for in my life, and you taught me to take life by the reins and own it. You taught me to believe in myself, and to take time to love myself.

When I walked into your room on a windy autumn day in October, I was at a turbulent point in my life, and I was uncertain whether I could take on junior year, or let the stress of school and social relationships take over me. I walked in and introduced myself with a brittle smile and eyes that looked lost and uncertain.

You looked over at me and reassured me that you were there to help, and you explained that your job as the school psychologist was to help me deal with my stress and to work on my mental health, in school and at home. I let all my feelings spill onto the table that day, and I told you all about my experiences, from coming out of the closet to my concerns about my future.

You sat there listening intently, really analyzing my situation and only responding after I finished talking. Looking back at that day, I now realize that what I needed that day was someone to listen, to really affirm my identity and to help me become the best version of myself.

After that day, I came into your office once a week, sometimes happy as a clam, and other times as sad as a bird without wings. When we would talk, I would try to explain the numerous thoughts that ran through my head each second, and you would come up with the best answers and suggestions. You taught me to show the world that it's perfectly normal to be dealing with anxiety and depression.

You had faith in me when I felt I had no support at school. You were my biggest cheerleader and one of my biggest supporters. When I would feel like I was going to break down in the middle of class, I’d walk into your office, and you would listen. You were there to find answers to my biggest questions in life — and you succeeded.

You advocated for me, to get the tools and resources I needed to be successful in school. You kept reminding me that I was worth it, that my life was worth living.

You supported me in every situation. I wanted to run for GSA President? You told me you would support my candidacy in any way. I wanted to take an easier class load for senior year? You explained that this was a wonderful idea to relax and make my last year of high school as stress-free and calm as possible.

You made me discover. You gave me tools to relax and breathe. You showed me that it’s okay to take time for my own mental health. When I would compare my grades and test scores to those of other students, you would lift my spirits. When I felt like I was failing at life, you picked me up and encouraged me.

You told me that I would finish high school just fine because of how hardworking and diligent I was. You told me that I needed put all my energy and hard work into the activities I loved the most, like serving on GLSEN’s National Student Council, because I was going to change the world by helping uplift LGBTQ students and making our schools more inclusive.

You have changed my life. I cannot thank you enough — for empowering me, for uplifting me, and for showing me that this life I’m living is a beautiful gift, and that I need to remind myself more that I’m more than enough.

May 10, 2017

I’m Becca Mui, the Education Manager at GLSEN. As a queer biracial Asian, I know the importance of Asian Pacific Islander Heritage (API) Month. My father is a Chinese-Malaysian who came to America for graduate school. He stayed after he met my mother, a second-generation Polish Roman Catholic. I grew up in a small town off of Cape Cod in Massachusetts that was predominantly white. As the “Mui’s,” we were the most Chinese family in town.

Living as a proud queer adult and working at a national LGBTQ education organization didn’t just happen for me. There were no role models for me in my family or in movies or TV showing happy, successful queer Asian adults.

We don't often talk about the intersection of queer and Asian identities in the media, let alone in our classrooms. As educators and community organizers, we can help shape our students’ understandings, even of their own potential futures, by teaching about LGBTQ Asians throughout history, and promoting proud Asian role models in the LGBTQ community.

Looking for more ways to stop this? Click on these share buttons, too, to send tweets that also show how this executive order could allow discrimination in schools – and why we stand so firmly in opposition.

May 01, 2017

High school is tough. Students like me are expected to juggle a social life and college readiness exams, while also completing various classes geared towards “creating effective leaders, ”and keep on smiling through it all. The luckiest of us have an intricate web of sideline cheerleaders, from great friends to caring family members and sympathetic teachers.

Some of us only get one of the three. Those of us who cling on to a special teacher, because we may be lacking in these other areas of support, know about the unique bond you can have with this particular cheerleader. Having your go-to person within walking distance while you trudge through the battleground of high school is empowering.

Patrick Diemert was my cheerleader. To this day we still talk, and I consult him on any major decision in my life. He’s talked me off the ledge more times than I can count and pushed me towards fulfilling my biggest aspirations. We developed our bond over a year of U.S. History where I continually excelled under his supervision. I say supervision, because he wasn’t one of those overbearing teachers who felt they truly knew everything. He was this easy to talk to, approachable dude who helped me through some tough battles.

I had just come out as a lesbian the year before, so my sexuality was still a buzzing topic for many of my classmates. I wanted to die when a former girlfriend of mine was in that class. I cried and complained to him more times than I bet he wished to hear, but my favorite thing about coming to him was that he didn’t pity me. He didn’t pat my back and tell me everything would be fine. He was straight up with me; he talked to me like I was his equal, and these types of straightforward, respectful interactions really shaped me as a person. Now, my biggest fear is losing this intense bond I’ve created with this incredibly empowering man.

I also had the pleasure of meeting Patrick’s younger brother, Nick Diemert, a brand-spanking new teacher at Gulf Coast High School who teaches the same class as his brother. He’s my go-to when I need a laugh. Though Patrick also has a direct line to my funny bone, Nick is like a 17-year-old trapped in a 27-year-old body.

Teachers like these two inspiring adults are what push students to excel, and they deserve special attention during Teacher Appreciation Week.

Alyssa Candelmo is a former student representative of GLSEN Collier County.

May 01, 2017

I’ve been incredibly lucky in high school. I’ve been punched in the eye, tripped into lockers, and told that because I was gay, I should kill myself. Most would hear my story and instantly disagree that I’ve been lucky.

It’s true that I have been both verbally and physically assaulted over the last four years, but I am incredibly lucky for two reasons. One, because I survived. Two, because of the people who supported me during those traumatic times.

I had many wonderful teachers who helped save my life and make our school more accepting for students like me. They did this by making simple, kind statements that validated my identity, by asking time and time again about pronouns to ensure they were “doing it right,” by creating classes with inclusive curricula, and of course by offering to listen to all of the teenage angst that comes with high school.

A few caring teachers stand out, and one of those supportive people is my amazing and kind-hearted Gender and Sexuality Alliance (GSA) advisor.

I had just come out as genderqueer and made it through the first long period of time where I hadn’t been physically attacked due to my queer identity. When I decided I wanted to wear a suit to my prom, I was terrified what may happen. A teacher who I had only seen passing in halls came over to the table where I was sitting during the dance and made a kind comment about my suit. That one comment may seem incredibly insignificant to other people, but it was incredibly important to me because it gave me an instant ally in the room.

Even if I didn’t know this teacher personally, I knew that there was someone in the room who wasn’t judging my choice in prom attire and someone who could be a friendly face if I started to panic. I made it through my prom night, incredibly thankful for those short, kind words that made the anxiety surrounding the night bearable, and I still remember that kind gesture over a year later.

A few months later, after summer break, I came back to school to find that the three supportive adults who were GSA advisors the year before had all left the school district. It was an instant sinking feeling in my stomach. Would this be the end of my short-lived safe feeling?

It wasn’t that I couldn’t find supportive teachers. By the time senior year had come around, I had a list of the people I knew were safe and caring people. The problem was that many teachers have no free time, no matter how much they cared for the cause, and they were unable to help the GSA. But our new GSA advisor took us in, no questions asked.

Every meeting, I would have an agenda prepared, and I would constantly end the meetings stressed that we hadn’t completed enough or that our goals would never be achievable. More than once, our GSA advisor would take an extra moment from her afternoon, after all the other club members had left, and she promised me, “It was going to be okay.” While providing us with much needed guidance at times, she was always amazingly honest with us when she wasn’t sure of a certain term, and I was always so honored that she was okay with learning from her students at times. She was always the first to correct herself and apologize when messing up my pronouns. And I’m not positive, but I have a feeling she was one of the people who helped some of my other teachers begin to catch on to “they” pronouns.

She provided not only me, but a dozen other students the idea that we had a safe room to go to at the end of a Monday afternoon, somewhere we could simply be whoever we needed to be, somewhere we knew we wouldn’t be able to escape without one good laugh. Even if our jokes are terrible, her laugh is infectious.

When explaining who our club advisor was, more than once, I got the instant response, “Oh, I love her! She’s so nice to everyone!” She is not only a great teacher who makes her LGBTQ students feel safe, but she is also loved and respected by most students in our school. Even if it’s through the smallest interactions, she is an amazing ally.

High school is never easy, and sometimes we get lucky to have one or two “life-altering” conversations that inspire us to get our lives on track, save us, or even just help us make sense of who we are. Those teachers who have those conversations still don’t get the recognition they deserve. However, I feel that at times the real under-sung heroes are those like my GSA advisor who act in “small” ways.

I was lucky enough to find multiple amazing teachers and even have a few “life-altering” and, at times, “life-saving” conversations, but one of the things I really appreciate is having someone who is so incredibly considerate, compassionate, and inspiring to continuously give me encouragement and hope along the way, to keep me from needing another one of those life-saving conversations.

Even the most basic, kind words can make a huge difference in someone’s life, and because of my teacher’s kind words starting at prom and continuing to this very day, I am inspired to try and be as impactful, helpful, and kind-hearted as she is.

May 01, 2017

Student Voice, Artistic Expression, and Art as Activism

At the start of the year, students from kindergarten through high school shared their experiences and called attention to bullying and name-calling through creative expressions. From poems to posters to promises, students across the country called on their communities to put kindness into action. Check out some of this year's submissions.

1.

Freehold TWP High School, Freehold, NY

2.

Freehold TWP High School, Freehold, NY

3.

Untitled

School is very hardbut it could be much betterlet's be bully freeSchool Without Name-Calling

Freehold TWP High School, Freehold, NY

4.

School Without Name-Calling Haiku

No harsh words are saidAnd no student feels upsetAll would be blissful

Freehold TWP High School, Freehold, NY

5.

Freehold TWP High School, Freehold, NY

6.

Grace Church School, K-12, New York, NY

7.

Waupaca High School, Waupaca, WI

"I drew a picture of two interlocking hands. I am trying to raise awareness, but in a small town with little diversity it is difficult. Last year I tried to get people to do the Day of Silence, as well as No Name-Calling Week, but my efforts ultimately proved unsuccessful. I will continue working until my school finally reaches higher acceptance levels."

8.

Southeast High School, Wichita, KS

9.

Elkhorn High School, Elkhorn, NE

"No Name-Calling Week did not go quite as we had planned...it simply shows that there is always more work to be done. We hung the posters Thursday morning and within a half hour, several posters had been torn down and several more defaced with anti-Semitic and homophobic symbols or offensive epithets. Another poster, regarding sexual assault, was also desecrated. Those students were however reprimanded and, in looking through the security cameras to discover the vandalists, administration commented on the number of people who stopped in their tracks to read our posters. At the very least, we have created an active dialogue, made people think more about what they say and the implications it can have, and shown that there's still more work to be done in regards to our mission of driving out hate."

10.

The Key To This World

Guard Well Within YouThat Gold. That SecretKeep it Safe. Keep it SecureAnd don’t forgetThat this Gold. This SecretIs the KeyTo Spreading HopeSpreading LaughterSpreading JoySpreading dreamsSpreading LoveAnd…Most ImportantlySpreading KindnessAll Around the World

Mt. Olive Middle School, Budd Lake, NJ

11.

The Bully

I ran through the hall,To her locker.I couldn't believe her.I was so jealous.I opened my locker.But she slammed it shut.Then it happened,She said it."Petty Princess"You think you're so great,You use your family's money to your advantageYou only think of yourself.It wasn't true,but the more I thought about it,The more I thought it was true.I didn't care about anyone elseAnd I probably never would.She looked mad,Then upset.I decided to stop,besides I was just joking.I ranI ran home.I opened the kitchen drawer,And did the unthinkable

Mt. Olive Middle School, Budd Lake, NJ

12.

Interpretation

Kindness can be mistaken forSarcasmKnowledge can be mistaken forShowing offFriendliness can be mistaken forManipulationHonesty can be mistaken forDeceitfulnessHatred cannot be mistaken for anythingExcept Hatred

Mt. Olive Middle School, Budd Lake, NJ

13.

I’m Sorry

I’m sorryIt wasn’t meant to be done,Sorry is a word that should not be said freely to someoneIt might be regretted,You never know when the guilt may creep up on you to collect the price that must bepaid,I’m sorry

Hackettstown, NJ

14.

Bullying

Boys and girls teasing othersUnusual and unnecessary behaiors toward different peopleLaughing at others facesLying and making rumorsYelling for unknown reasons/ making a sceneInappropriate acts embarrassing othersNonsense unable to be toleratedGasps and cries being expressed by the victim

Mount Olive Middle School, Walsh, NJ

15.

You, Not Them

It's not about themIt's about youThe you that makes them smileThe you that's always to the rescue

Don't make them influenceYou know you bestDon't have them run the showWhen you're already set

When they try to look coolThey try to hurt youBut when they try to hurt youWho is really the fool?

The dumpster may be farBut don't make that be itDon't make them burden youJust take a longshot, and that will be it.

Mount Olive Middle School, Walsh, NJ

16.

Was it Just a Joke?

The words we sayWon't fly awayBut will hurtWe may not be alertBut insideVictims criedYou may think it's funnyBut tears are runnyWas it just a jokeBecause you brokeSomeone's heartBecause you weren't smart

Mount Olive Middle School, Walsh, NJ

17.

Madison High School, Vienna, VA

"With the use of headphones replacing the tape boxers normally use to protect themselves, it shows how technology can empower people to spread kindness and empower others. Those who I presented my Photo Diary thought that the photo was very thought-provoking and the photo gave the topic a very literal perspective."

18.

SS Seward Institute, Florida, NY

"These students went to a number of different classrooms in the middle school and high school and took pictures of what kindness and "No Name-Calling Week" means to them."

19.

Inst Of Tech Medford Camp High School, Medford, NJ

"Our submission is a spoken word performance dedicated to Kirk Andrew Murphy (a person whose life was cut short due to conversion therapy). We performed it in front of our entire school. We made students and teachers aware of some of the current issues LGBTQIA+ youth face every day."

20.

Washington, DC

"Students were encouraged to submit a poster spreading kindness for the chance to win cupcakes and a dodge-ball party with their friends in the gym. The GSA students then voted on their favorite entry at one of their meetings.The contest provided a conversation starter for No Name Calling week in classrooms and also among students in the halls. The fliers advertising the poster contest around school actually raised awareness towards the GSA sparking a lot of questions, especially from 5th and 6th graders as to what the club is. The club also had several first time attendees at the meeting following the poster contest. The posters themselves are now sparking conversations from students looking at them on display in the hallways now. Additionally, we announced the event and our winner in our weekly school newsletter, spreading awareness of No Name Calling week home to parents."

April 29, 2017

April 29, 2017, marks the 100th day of the Trump administration — and the culmination of GLSEN's 100 Days of Kindness, our campaign to share messages of support to LGBTQ students and build a virtual wall of kindness from those messages.

Although 100 days have passed, the need for sharing support for LGBTQ students is as urgent as ever. Keep sharing these messages at glsen.org/100days and make our wall even bigger.

Here's a look back at these 100 days: what Trump, his administration, and others did, and what you and our supporters said through bricks in our wall of kindness.

Transcription:

They spoke, and you responded. Together, we've reached millions of students with your messages of kindness. As we near the end of this administration's first 100 days in office, add another message of kindness today at glsen.org/100days.

Day 1:What they did: Presidential Inauguration.

Day 18:What they did: After refusing to protect the civil rights of LGBTQ students, Betsy DeVos is confirmed as U.S. Secretary of Education.What you said: "What do we accomplish by making people feel unaccepted, marginalized and unworthy?"

Day 34:What they did: A public-school teacher in Boise, ID, finds her classroom's Safe Space poster vandalized.What you said: "We all have a struggle. Mine was mine and yours is yours. I am with you to help make it a bit more bearable."

Day 46:What they did: The U.S. Supreme Court declines to hear the case of trans student Gavin Grimm.What you said: "To the trans kids who can't go to the bathroom without having an anxiety attack, I love you."

Day 47:What they did: Yet another anti-trans student bathroom bill moves forward in Tennessee.What you said: "As a kid who often like they were born in the wrong body, I fully support and stand by anyone who is being affected."

Day 53:What they did: Texas lawmakers vote 21-10 to limit transgender people's access to bathrooms & school facilities.What you said: "Things have changed since 'LEZ' was scratched into my locker in '83, but not enough."

Because of you, millions of students have seen your messages of support! Achieved: 100 million impressions!

April 20, 2017

GLSEN’s Day of Silence is April 21! On that day, participants go silent to bring awareness to LGBTQ bullying and harassment in schools. It’s awesome, but obviously not everyone can participate. Some people want to go silent, but they HAVE to speak (for work, school, or other endeavors). And others can’t participate because they don’t want to get in trouble with unsupportive family or peers. Even if you can’t be silent on the Day of Silence, there are ways you can help support this movement!

1. Respect those who ARE silent on April 21.

Not speaking for an entire day is a lot harder than it sounds! If you know people who are trying to be silent that day, do your best to help. Tell them you think they’re awesome! Don’t ask them questions or put them in a position where they feel like they need to talk. A little respect goes a long way toward encouraging people to keep at it and not give up. When you tell someone how much you appreciate their silence, they might just make it through the whole day.

2. Stand up for the silent if others challenge or bully them.

There might be people at your school or in your community who don’t understand or respect those who are trying to be silent on Day of Silence. Some might tease them, try to force them to talk, or otherwise hassle them for what they’re doing. If you see any of that going down, step in and say something. Explain what Day of Silence is and how staying quiet is a way to speak for the voiceless LGBTQ students who get bullied. Point out that someone being silent isn’t hurting anybody. Make sure the silent person knows that they’re not alone and that someone supports them. If a bully is being particularly threatening or you don’t feel safe in the situation, get an authority figure (teacher, principal, etc.) for help. Bullying should never be tolerated for any reason.

3. Spread the word about Day of Silence!

Even if you can’t be silent, you can use your voice to spread the word! Start by signing up at glsen.org/dayofsilence to show your support. Tell your classmates, friends, teachers and anyone you can think of about Day of Silence and how to participate. Encourage those who might be a little hesitant to take part in the movement by signing up themselves! Every person who participates in Day of Silence is one more voice for justice for LGBTQ youth in schools. Be the change, in any way you can!